El Impacto de Textos en Contextos Familiares en Comunidades de Practica para la Adquisicion de Vocabulario y Estructuras Gramaticales de Español Inicial Acelerado

Autor/in	Burgos, Francisco
Titel	El Impacto de Textos en Contextos Familiares en Comunidades de Practica para la Adquisicion de Vocabulario y Estructuras Gramaticales de Español Inicial Acelerado
Quelle	(2014), (265 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Alabama
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3038-9751-1
Schlagwörter	Hochschulschrift; Dissertation; Second Language Instruction; Spanish; Reading Skills; Writing Skills; Comparative Analysis; Control Groups; Experimental Groups; Communities of Practice; Statistical Analysis; Reading Materials; Familiarity; Pretests Posttests; College Students; Qualitative Research; Teaching Methods; Student Surveys; Anxiety; Student Motivation; Alabama + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Fremdsprachenunterricht; Spanisch; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Community; Statistische Analyse; Collegestudent; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Angst; Schulische Motivation
Abstract	This study, which involved classroom-based experimental research conducted during the Fall semester of 2013 in a Spanish class at Oakwood University, aimed at extending the findings of previous studies on the use of familiar texts in reading and writing (Brown 2007, Vygotsky 1978, Kern 2000, Rollins & Villamil 2001, McCourt 2006, Morris, Beck & Smith 2004, Smith & Carvill 2000, Baring 2008, Bonard 2000, White 2009, Freire 1970. To do so, this study examined empirically the impact of familiar texts on students' reading and writing outcomes using treatment and control conditions for comparison. This study was also interested in demonstrating whether working with these types of texts within a "community of practice" affected reading and writing outcomes. This study presented quantitative evidence in relation to the use of familiar texts for pre-, co- (simultaneous), and post-reading and writing activities at beginning college levels. The tests determined that there were statistically significant differences between scores on reading and writing exercises in the treatment and control conditions. The results suggest that students who were in the treatment condition (with familiar texts) outperformed students in the control condition and did so at a level that is statistically significant. Qualitative evidence was also obtained suggesting positive impact for learning within a community of linguistic practice. Participant surveys revealed that the students felt less anxious and more motivated when their ability to identify with the learning environment was enhanced via the use of familiar texts for pre-, co-, and post-reading and writing activities. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01